Coping resources of parents of developmentally handicapped children living in rural communities

Minnes, Patricia; McShane, Jim; Forkes, Steve; Green, Sue; Clement, Barbara; Card, Lynn

doi:10.1080/07263868900033571

Cited by 12 publications

(5 citation statements)

References 15 publications

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“…However, similar findings were reported in a study of rural Manitoba families of children with developmental handicaps. In this study, Minnes et al (1989) found that although rural families had less access to social service agencies, they were compensated by strong social networks.…”

Section: Discussionmentioning

confidence: 87%

Caregivers of Children With Disabilities: A Comparison of Those Managing "OK" and Those Needing More Help

Leonard¹,

Johnson²,

Brust³

1993

Children's Health Care

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A survey was mailed to caregivers of children with disabilities to ascertain how they were managing caregiving. Caregivers reporting they were managing "OK" were compared to those who reported they needed more help or could not manage much longer ("not OK"). Results showed the not OK group of caregivers had children who were more severely impaired and functionally dependent. Their mothers were in poorer physical and mental health, had greater demands placed on their time and finances, and received less emotional support from friends and family. Special programs provided some assistance but not enough to meet their needs.

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Section: Discussionmentioning

confidence: 87%

Caregivers of Children With Disabilities: A Comparison of Those Managing "OK" and Those Needing More Help

Leonard¹,

Johnson²,

Brust³

1993

Children's Health Care

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“…In a recent paper, Benson ( 105 ) has shown that social network attributes, including the range and function of emotional support, are related to perceived social support, which in turn can bring about a decrease in depressed mood in mothers of children with ASD. Formal and informal social support networks can have the effect of enhancing quality of life, confidence in parenting and optimism ( 106 ) for families with children with disabilities, and might be crucial factors predicting treatment outcomes.…”

Section: Recommendationsmentioning

confidence: 99%

Predictors of Outcomes in Autism Early Intervention: Why Donâ€™t We Know More?

et al. 2014

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Response to early intervention programs in autism is variable. However, the factors associated with positive versus poor treatment outcomes remain unknown. Hence the issue of which intervention/s should be chosen for an individual child remains a common dilemma. We argue that lack of knowledge on “what works for whom and why” in autism reflects a number of issues in current approaches to outcomes research, and we provide recommendations to address these limitations. These include: a theory-driven selection of putative predictors; the inclusion of proximal measures that are directly relevant to the learning mechanisms demanded by the specific educational strategies; the consideration of family characteristics. Moreover, all data on associations between predictor and outcome variables should be reported in treatment studies.

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“…It has been documented that, compared to urban dwellers, families in rural areas receive fewer psychiatric services (Slater & Black, 1986), have inferior educational systems (Gething, 1997b; Helge, 1984), and have limited access to medical and disability information (Gething, 1997b). As a result, families living in rural areas frequently report feelings of isolation (Minnes et al, 1989).…”

mentioning

confidence: 99%

“…Researchers addressing this area have studied the effects of including parents as direct service providers in their children's intervention programs as a means of increasing the quantity and availability of interventions (Connell, Sanders, & Markie-Dadds, 1997;L. K. Koegel, Koegel, Kellegrew, & Mullen, 1996;McGee, Jacobs, & Regnier, 1993;Mc-Clannahan, Krantz, & McGee, 1982) by providing support not only for the individual, but also for the family (Clarke, Dunlap, & Vaughn, 1999;Minnes et al, 1989;Moes, 1995;Santelli, Turnbull, Lerner, & Marquis, 1993;Singer & Pow-ers, 1993). During the early years of a child's life, constant supervision is required.…”

mentioning

confidence: 99%

Parent Education for Families of Children with Autism Living in Geographically Distant Areas

Koegel

Symon

Koegel

2002

Journal of Positive Behavior Interventions

106

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Many families who are geographically distant from a center that specializes in intervention for autism are unable to access specialized services for their children. This article describes an evaluation of an intensive, week-long, center-based parent education program that teaches procedures for improving social communication for children with autism. Five representative families who participated in this program are described. Data were collected on parent implementation of target behaviors using specific motivational teaching procedures of Pivotal Response Training. Data suggest improvements in the parents' use of the procedures, parent affect, and child expressive language during a week-long parent education session. Furthermore, follow-up measures demonstrate that these positive changes generalized to the families' home communities and maintained over time. These findings suggest the feasibility of a short-term, intensive parent education program for families who live in areas that are geographically distant from an intervention center.

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Coping resources of parents of developmentally handicapped children living in rural communities

Cited by 12 publications

References 15 publications

Caregivers of Children With Disabilities: A Comparison of Those Managing "OK" and Those Needing More Help

Caregivers of Children With Disabilities: A Comparison of Those Managing "OK" and Those Needing More Help

Predictors of Outcomes in Autism Early Intervention: Why Donâ€™t We Know More?

Parent Education for Families of Children with Autism Living in Geographically Distant Areas

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